<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672017000200363</article-id>
<article-id pub-id-type="doi">10.23913/ride.v8i15.303</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto del m-learning en el proceso de aprendizaje: habilidades y conocimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[The Impact Of m-learning On The Learning Process: Skills and Knowledge]]></article-title>
<article-title xml:lang="pt"><![CDATA[Impacto do m-learning no processo de aprendizagem: habilidades e conhecimento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Arce]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez Pegueros]]></surname>
<given-names><![CDATA[Juan Pablo Coba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México Facultad de Ingeniería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Estado de México Facultad de Ingeniería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>363</fpage>
<lpage>386</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672017000200363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672017000200363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672017000200363&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El uso de dispositivos móviles y tabletas como herramientas de apoyo en el proceso de aprendizaje es conocido como m-learning. Una tarea de aprendizaje puede dividirse en dos partes: el conocimiento y las habilidades involucradas. El uso de los dispositivos móviles y tabletas como herramienta de aprendizaje en el aula de clases puede considerarse favorable, por lo que se realizó una revisión de la literatura existente centrándose en la pregunta ¿qué impacto tiene el uso del m-learning en el proceso de aprendizaje? Con base en los trabajos revisados, se puede concluir que no existe una tendencia clara respecto al uso del m-learning dentro y fuera del aula de clases, y en algunos casos los resultados son contradictorios entre distintos autores. De los trabajos revisados se identificaron dos desventajas del uso del m-learning en el proceso de aprendizaje: la falta de desarrollo de habilidades cognitivas necesarias para la tarea de aprendizaje y la incorrecta incorporación de las modalidades de interacción disponibles en los dispositivos de m-learning para favorecer el proceso de enseñanza. De esta manera en este trabajo se propone una metodología de diseño de aplicaciones de m-learning, la cual considera el estudio de las habilidades involucradas en la tarea de aprendizaje (dividiendo dicha tarea en habilidades primarias y secundarías) y así detectar las principales características o requisitos que se deben de considerar cuando se quiere enseñar o entrenar una tarea con la finalidad de identificar características muy específicas que deben ser desarrolladas de dichas habilidades. Después de identificar las habilidades se propone considerar su relación con los modos de interacción disponibles en los dispositivos móviles con la finalidad de realizar la integración de ambos en una estrategia de enseñanza que favorezca la adquisición de la tarea. Como trabajo futuro se propone considerar la metodología propuesta en distintas tareas de enseñanza para realizar la validación formal de dicha metodología y los resultados obtenidos aporten información para identificar el impacto que tiene el m-learning en el proceso de enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of mobile devices and tablets as support tools in the learning process is known as m-learning. In general, a learning task can be divided into two parts: the knowledge and skills involved. The use of mobile devices and tablets as a learning tool in the classroom can be considered favorable, however there is no conclusive formal study indicating the impact of its use on cognitive development and performance of the teaching process. The main goal of this study is to identify the advantages and disadvantages of the use of m-learning in the teaching process inside and outside the class classroom reported in the state of the art. In this paper a review of the existing literature was made focusing on the question: what impact does the use of m-learning in the learning process have? And based on the results obtained, a methodology for the design of m-learning applications is proposed. In previous studies other authors have carried out several studies to demonstrate the advantages of using m-learning in the classroom, however the reported results are not conclusive and in some cases the results are contradictory among different authors. From the reviewed papers, two disadvantages of the use of m-learning in the learning process were identified: the lack of development of cognitive skills involved in the learning task and the correct incorporation of the available interaction modalities in m-learning devices to improve the teaching process. As a result of this work, a methodology for the design of m-learning applications is proposed, through which the relationship among the modes of interaction available in m-learning devices, the task to be learned and the skills involved in the task is identified for the correct integration of the learning components in a m-learning application.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O uso de dispositivos móveis e tablets como ferramentas de suporte no processo de aprendizagem é conhecido como m-learning. Uma tarefa de aprendizagem pode ser dividida em duas partes: o conhecimento e as habilidades envolvidas. O uso de dispositivos móveis e tablets como uma ferramenta de aprendizado na sala de aula pode ser considerado favorável, então uma revisão da literatura existente foi feita enfocando a questão de qual impacto o uso do m-learning no processo de aprendendo? Com base nos trabalhos revisados, pode-se concluir que não há uma tendência clara quanto ao uso do m-learning dentro e fora da sala de aula e, em alguns casos, os resultados são contraditórios entre os diferentes autores. Foram identificadas duas desvantagens do uso do m-learning no processo de aprendizagem: a falta de desenvolvimento das habilidades cognitivas necessárias para a tarefa de aprendizagem e a incorporação incorreta das modalidades de interação disponíveis nos dispositivos m-learning para promover o processo de ensino. Desta forma, este trabalho propõe uma metodologia para o desenho de aplicações de m-learning, que considera o estudo das habilidades envolvidas na tarefa de aprendizagem (dividindo esta tarefa em habilidades primárias e secundárias) e, assim, detectar as principais características ou requisitos que devem ser considerados ao ensinar ou treinar uma tarefa para identificar características muito específicas que devem ser desenvolvidas a partir dessas habilidades. Depois de identificar as habilidades, propõe-se considerar sua relação com os modos de interação disponíveis em dispositivos móveis, a fim de integrar tanto em uma estratégia de ensino que favorece a aquisição da tarefa. Como trabalho futuro, propõe-se considerar a metodologia proposta em diferentes tarefas de ensino para realizar a validação formal da referida metodologia e os resultados obtidos fornecem informações para identificar o impacto que m-learning tem no processo de ensino.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje móvil]]></kwd>
<kwd lng="es"><![CDATA[m-learning]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[mobile learning]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[m-learning]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem móvel]]></kwd>
<kwd lng="pt"><![CDATA[m-learning]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
</kwd-group>
</article-meta>
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